**4.3. Designing E-Cubers strategies for creativity**

Sir Ken Robinson, in his TED Talks on creativity outlines the importance of risk taking. He outlines that *"If you are not prepared to be wrong, you'll never come up with anything original*,*"* and raises the criticism that. *"We are running education systems where mistakes are the worst*  *thing you can make. We are educating people out of their creative capacities."* Essentially, we are not empowering them to invent; E-Cubers must strive to reverse this trend in the I4 Equipment domain.

progression sequence consisting of three distinct stages; **BUILD, PROGRAM,INVENT** which goes much further, albeit in a specific domain than purely programming centric solutions.

Industry 3.0 to Industry 4.0: Exploring the Transition http://dx.doi.org/10.5772/intechopen.80347 75

The **BUILD** stage utilizes LEGO® TECHNIC sets for the equipment kits. It enables participants *to "learn by playing"* by constructing the pre-designed models. It requires a strong attention to detail and organizational skills. It does not require a high level of creativity; that comes later, once the participant has grasped many of the basics. The **PROGRAM** stage utilizes LEGO® MINDSTORMS sets for the equipment kits. The participants learn about physical sensors and actuators and create programs to achieve required functions. This stage culminates in the construction the MindCub3r [34]; a piece of equipment which can solve the Rubik's Cube. The **INVENT** stage utilizes LEGO® TECHNIC sets and building instructions from PV Productions [35] for the construction of equipment based on the Great Ball Contraption (GBC). This equipment is built with standard LEGO® parts to transport LEGO® balls. It is an ideal platform for Overall Equipment Effectiveness (OEE) measurement. But it also enables two levels of invention; Equipment and Device. At the Equipment level the participant invents by creating a new design of the Equipment utilizing standard devices (LEGO® parts). At the Device level the participant invents by creating new designs of the devices utilizing freely available 3D

Printing technology to rapidly manufacture them. This is true creativity at its best!!!

and **INVENT**) enabling the complete Four C Model of Creativity to be catered for [32].

To conclude, by evaluating and expanding Resnick's Four Ps, this work defines the E-Cubers

*E-Cubers utilize the concept of an OEE Playground to Passionately build up a Portfolio of Projects in collaboration with their Peers, "ag spraoi agus ag imirt" (Gaelic for Playing by having fun and competing). They demonstrate their technical ability by leveraging existing knowledge assets and creating novel solutions to the Problems which they have Prioritized as they learn the art of their craft.*

**4.4. Defining the E-Cubers Eight Ps**

Eight Ps:

At the core of the OEE optimization process is the root-cause analysis of incidents to identify *Problems* which must then be *Prioritized* to separate the vital few from the trivial many which is the essence of the Pareto Principle (even more Ps!!!). *Problem* identification and *Prioritization* appear to have been sacrificed by Resnick for the benefit of generality, but they are key E-Cubers competencies and as such must be included. They facilitate the higher order thinking skills of analysis, synthesis and evaluation endorsed by Bloom [24] and are the starting point for the execution of the Solution based *Project* which changes the design of the equipment or device to improve the OEE. This is not just *little-c* without any purpose. This is *mini-c* [32] for E-Cubers in a true *E-Cubers OEE Playground*. In the *E-Cubers OEE Playground* there is no single right or wrong answer. It is never finished. There will be a law of diminishing returns, but the OEE can virtually always be improved. Equipment such as the MindCub3r and GBCs which is capable of continuous operation are essentially *Dynamic Problem Generators* who nobody truly has the answer for. The challenge to an E-Cuber is *"Can you identify the problem, invent a solution and implement it?"* Where better for an E-Cuber to display their talents than *ag spraoi agus ag imirt* at *The E-Cubers OEE Games*? At *The E-Cubers OEE Games* the challenge is to optimize the Availability, Performance and Quality metrics of a specified piece of equipment at the three stages (**BUILD**, **PROGRAM**

At school, students are taught that they must do their own work. If they leverage the work of others it is frequently seen as cheating. This is in direct conflict with the methodologies of CoPs, the open source community, creative commons and indeed general industrial practice. E-Cubers will follow in the footsteps of MIT Media Labs who despite frequent lobbying, provides an extremely strong stance of utilizing the Creative Commons License to support the concept of sharing what has already been achieved by using the remix function in MIT's Scratch environment [30]. E-Cubers will also apply the Creative Commons License to its work and utilize the everyday creativity of *little-c*, while fostering the *mini-c* inherent in the learning process during the attainment of the professional-level expertise required to practice *Pro-c*; and the expectation of the occasional *Big-C* [32]. Thus, *Big-C* is the welcome surprise but not the primary objective of E-Cubers. E-Cubers prolific creation of valuable *little-c*, *mini-c* and *Pro-c* knowledge assets will further displace the conventional misconceptions that creativity is about artistic expression, belongs to just a small section of the population, comes in a flash of light and cannot be taught [30].

Resnick [30] 4Ps methodology of *cultivating creativity through Projects, Passion, Peers and Play* is a truly authoritative piece of work, but this does not guarantee complete applicability in every domain. One could argue that its main strength (its general nature) which enables it to have enormous global impact when utilized at a macro scale is a significant weakness when applied at a micro level to a single organization such as E-Cubers. E-Cubers is focused on identifying and nurturing the knowledge of *Patterners* who can support I4 Equipment as opposed to catering for the *Dramatists* and the wider needs of Society. But with a *little-c* Resnick's Four P's work can be further expanded applied to E-Cubers to great effect.

Resnick [30] outlines his surprise that the Danish language unlike English has two words to distinguish between the different types of play (*spille* and *lege*). But the same is true in Gaelic, the native Irish language. In Gaelic *imir* means to play by taking part in sport or game while *spraoi* means playing to have fun. Papert has a strong aversion to *imir* and allows participants to derive their *Passion* from working on *Projects* based around their personal interests with no boundaries. E-Cubers will instead focus on utilizing Papert's *"low floors"* to provide an easy way for novices to get started and *"high ceilings"* to allow them to work on increasingly sophisticated projects over time [33] without extending to the *"wide walls"* [30] which is too general for the specific E-Cubers objectives. E-Cubers will facilitate participants to obtain their *Passion* from *imir* (competing) at something which they love to *spraoi* (play) in the I4 Equipment domain. E-Cubers will practice *"ag spraoi agus ag imirt"* which translates to *"fun and play (by competing)"* in English.

I4 Equipment requires a digital twin with a representation in both the cyber and physical worlds. The cyber world is a novelty and is currently achieving enormous focus. So much so that the physical world is being somewhat neglected. If E-Cubers are to implement I4 Equipment solutions it is critical that they understand both the physical and the cyber worlds. They need to start young. The younger the better. To assist this engagement E-Cubers has created a progression sequence consisting of three distinct stages; **BUILD, PROGRAM,INVENT** which goes much further, albeit in a specific domain than purely programming centric solutions.

The **BUILD** stage utilizes LEGO® TECHNIC sets for the equipment kits. It enables participants *to "learn by playing"* by constructing the pre-designed models. It requires a strong attention to detail and organizational skills. It does not require a high level of creativity; that comes later, once the participant has grasped many of the basics. The **PROGRAM** stage utilizes LEGO® MINDSTORMS sets for the equipment kits. The participants learn about physical sensors and actuators and create programs to achieve required functions. This stage culminates in the construction the MindCub3r [34]; a piece of equipment which can solve the Rubik's Cube. The **INVENT** stage utilizes LEGO® TECHNIC sets and building instructions from PV Productions [35] for the construction of equipment based on the Great Ball Contraption (GBC). This equipment is built with standard LEGO® parts to transport LEGO® balls. It is an ideal platform for Overall Equipment Effectiveness (OEE) measurement. But it also enables two levels of invention; Equipment and Device. At the Equipment level the participant invents by creating a new design of the Equipment utilizing standard devices (LEGO® parts). At the Device level the participant invents by creating new designs of the devices utilizing freely available 3D Printing technology to rapidly manufacture them. This is true creativity at its best!!!

At the core of the OEE optimization process is the root-cause analysis of incidents to identify *Problems* which must then be *Prioritized* to separate the vital few from the trivial many which is the essence of the Pareto Principle (even more Ps!!!). *Problem* identification and *Prioritization* appear to have been sacrificed by Resnick for the benefit of generality, but they are key E-Cubers competencies and as such must be included. They facilitate the higher order thinking skills of analysis, synthesis and evaluation endorsed by Bloom [24] and are the starting point for the execution of the Solution based *Project* which changes the design of the equipment or device to improve the OEE. This is not just *little-c* without any purpose. This is *mini-c* [32] for E-Cubers in a true *E-Cubers OEE Playground*. In the *E-Cubers OEE Playground* there is no single right or wrong answer. It is never finished. There will be a law of diminishing returns, but the OEE can virtually always be improved. Equipment such as the MindCub3r and GBCs which is capable of continuous operation are essentially *Dynamic Problem Generators* who nobody truly has the answer for. The challenge to an E-Cuber is *"Can you identify the problem, invent a solution and implement it?"* Where better for an E-Cuber to display their talents than *ag spraoi agus ag imirt* at *The E-Cubers OEE Games*? At *The E-Cubers OEE Games* the challenge is to optimize the Availability, Performance and Quality metrics of a specified piece of equipment at the three stages (**BUILD**, **PROGRAM** and **INVENT**) enabling the complete Four C Model of Creativity to be catered for [32].
